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Teacher Guide KS1
Teacher Guide KS1
Key Stage 1
A guide to the Teach Computing Curriculum
Key Stage 1 Teacher Guide
Contents
1 Introduction 5 Structure of the units of work 12 Pedagogy
5 Teach Computing Curriculum overview
2 Curriculum design 5 Brief overview 14 Assessment
2 The approach 6 Unit summaries 14 Formative assessment
2 Coherence and flexibility 7 National curriculum coverage – key stage 1 14 Summative assessment
2 Knowledge organisation computing curriculum 14 Observing learning
3 Spiral curriculum 8 Teaching order 15 End of the unit
3 Physical computing 8 Mixed year groups 15 Adapting for your setting
3 Online safety
4 Core principles 9 Progression 16 Resources
4 Inclusive and ambitious 9 Progression across key stages 16 Software and hardware
4 Research-informed 9 Progression across year groups 16 Software
4 Time-saving for teachers 10 Progression within a unit — learning graphs 16 Hardware
17 Software and hardware overview
Introduction
The Teach Computing Curriculum (ncce.io/tcc) is a The aims of the Teach Computing Curriculum are
comprehensive collection of materials produced to support as follows:
500 hours of teaching, facilitating the delivery of the entire
English computing curriculum from key stage 1 to 4 (5- to ■ Reduce teacher workload
16-year-olds). The Teach Computing Curriculum was ■ Show the breadth and depth of the computing
created by the Raspberry Pi Foundation on behalf of the curriculum, particularly beyond programming!
National Centre for Computing Education (NCCE). All ■ Demonstrate how computing can be taught well, based
content is free, and editable under the Open Government on research
Licence (OGL — ncce.io/ogl), ensuring that the resources ■ Highlight areas for subject knowledge and pedagogy
can be tailored to each individual teacher and school enhancement through training
setting. The materials are suitable for all pupils irrespective
of their skills, background, and additional needs. The Teach Computing Curriculum resources are regularly
updated in response to feedback. Feedback can be
submitted at ncce.io/rrfeedback or by email to
resourcesfeedback@raspberrypi.org.
Curriculum design | Key Stage 1 Teacher Guide | 2
Curriculum design
The approach ■ Algorithms — Be able to comprehend, design, create, ■ Programming — Create software to allow computers
and evaluate algorithms to solve problems
Coherence and flexibility ■ Computer networks — Understand how networks can ■ Safety and security — Understand risks when using
The Teach Computing Curriculum is structured in units. be used to retrieve and share information, and how technology, and how to protect individuals and
For these units to be coherent, the lessons within a unit they come with associated risks systems
must be taught in order. However, across a year group, ■ Computer systems — Understand what a computer is, and
the units themselves do not need to be taught in order, how its constituent parts function together as a whole The taxonomy provides categories and an organised view
with the exception of ‘Programming’ units, where concepts ■ Creating media — Select and create a range of media of content to encapsulate the discipline of computing.
and skills rely on prior learning and experiences. including text, images, sounds, and video Whilst all strands are present at all phases, they are not
■ Data and information — Understand how data is stored, always taught explicitly.
Knowledge organisation organised, and used to represent real-world artefacts
The Teach Computing Curriculum uses the National Centre and scenarios
for Computing Education’s computing taxonomy to ensure ■ Design and development — Understand the activities
comprehensive coverage of the subject. This has been involved in planning, creating, and evaluating
developed through a thorough review of the KS1–4 computing artefacts
computing programme of study, and the GCSE and A level ■ Effective use of tools — Use software tools to support
computer science specifications across all awarding computing work
bodies. All learning outcomes can be described through ■ Impact of technology — Understand how individuals,
a high-level taxonomy of ten strands, ordered systems, and society as a whole interact with
alphabetically as follows: computer systems
Curriculum design | Key Stage 1 Teacher Guide | 3
Computing systems
Creating media Programming A Data and information Creating media Programming B
and networks1
Year 1 Technology around us Digital painting Moving a robot Grouping data Digital writing Programming
animations
(1.1)* (1.2) (1.3) (1.4) (1.5) (1.6)
Year 2 Information technology Digital photography Robot algorithms Pictograms Digital music Programming quizzes
around us
(2.1) (2.2) (2.3) (2.4) (2.5) (2.6)
1
Networks are not part of the key stage 1 national curriculum for computing but the title is used as a strand across primary.
*The numbers in the brackets are a ‘quick code’ reference for each unit, e.g. 1.3 refers to the third Year 1 unit in the recommended teaching order.
Structure of the units of work | Key Stage 1 Teacher Guide | 6
Unit summaries
Computing systems
Creating media Programming A Data and information Creating media Programming B
and networks
technology around us
1.6 Programming
2.6 Programming
1.5 Digital writing
2.4 Pictograms
animations
quizzes
Understand what algorithms are, how they are implemented as programs on digital devices,
and that programs execute by following precise and unambiguous instructions ✓ ✓ ✓ ✓
Create and debug simple programs ✓ ✓ ✓ ✓
Use logical reasoning to predict the behaviour of simple programs ✓ ✓ ✓ ✓
Use technology purposefully to create, organise, store, manipulate, and retrieve digital content ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Recognise common uses of information technology beyond school ✓ ✓ ✓ ✓
Use technology safely and respectfully, keeping personal information private; identify
where to go for help and support when they have concerns about content or contact ✓ ✓ ✓ ✓ ✓ ✓ ✓
on the internet or other online technologies
Structure of the units of work | Key Stage 1 Teacher Guide | 8
Teaching order
The order in which to teach units within a school year is
not prescribed, other than for the two ‘Programming’ units
for each year group, which build on each other. It is
recommended that the ‘Programming’ and ‘Creating media’
units be revisited in two different terms within the school
year, so that the concepts and skills can be revisited and
consolidated. Otherwise, schools can choose the order in
which they teach the units, based on the needs of their
What Why pupils and other topics or events that are happening
throughout the school year, to make use of cross-curricular
links wherever possible.
Progression
Progression across key stages Primary Computing systems Programming Data and information Creating media
themes and networks
All learning objectives have been mapped to the National
Centre for Computing Education’s taxonomy of ten strands, Taxonomy Computer Programming Data and information Creating
which ensures that units build on each other from one key strands systems media
stage to the next. Algorithms
Computer Design and
networks Design and development
Progression across year groups development
Within the Teach Computing Curriculum, every year group Effective use of tools
learns through units within the same four themes, which
combine the ten strands of the National Centre for Impact of technology
Computing Education’s taxonomy (see table, right).
Safety and security
This approach allows us to use the spiral curriculum
approach (see the ‘Spiral curriculum’ section for more
information) to progress skills and concepts from one
year group to the next.
Progression | Key Stage 1 Teacher Guide | 10
Key:
Concept
To use pictograms to answer
single-attribute questions
Skill
Resources are updated regularly — the latest version is available at: ncce.io/tcc.
This resource is licensed under the Open Government Licence, version 3. For more information on this licence, see ncce.io/ogl.
Pedagogy | Key Stage 1 Teacher Guide | 12
Pedagogy
Computing is a broad discipline, and computing teachers Lead with concepts Unplug, unpack, repack
require a range of strategies to deliver effective lessons Support pupils in the acquisition of knowledge, through Teach new concepts by first unpacking complex
to their pupils. The National Centre for Computing the use of key concepts, terms, and vocabulary, providing terms and ideas, exploring these ideas in unplugged
Education’s pedagogical approach consists of 12 key opportunities to build a shared and consistent understanding. and familiar contexts, then repacking this new
principles underpinned by research: each principle has Glossaries, c
oncept maps, and displays, along with regular understanding into the original concept. This
been shown to contribute to effective teaching and recall and revision, can support this approach. approach, called ‘semantic waves’, can help pupils
learning in computing. develop a secure understanding of complex concepts.
Work together
It is recommended that computing teachers use their Encourage collaboration, specifically using pair Model everything
professional judgement to review, select, and apply programming and peer instruction, and also structured Model processes or practices — everything from
relevant strategies for their pupils. group tasks. Working together stimulates classroom debugging code to binary number conversions — using
dialogue, articulation of concepts, and development techniques such as worked examples and live coding.
These 12 principles are embodied by the Teach of shared understanding. Modelling is particularly beneficial to novices, providing
Computing Curriculum, and examples of their application scaffolding that can be gradually taken away.
can be found throughout the units of work at every key Get hands-on
stage. Beyond delivering these units, you can learn more Use physical computing and making activities that
about these principles and related strategies in the offer tactile and sensory experiences to enhance learning.
National Centre for Computing Education pedagogy Combining electronics and programming with arts and
toolkit (ncce.io/pedagogy). crafts (especially through exploratory projects) provides
pupils with a creative, engaging context to explore and
apply computing concepts.
Pedagogy | Key Stage 1 Teacher Guide | 13
Foster program comprehension Challenge misconceptions Read and explore code first
Use a variety of activities to consolidate knowledge and Use formative questioning to uncover misconceptions When teaching programming, focus first on code ‘reading’
understandingof the function and structure of programs, andadapt teaching to address them as they occur. activities, before code writing. With both block-based and
including debugging, tracing, and Parson’s Problems. Awareness of common misconceptions alongside text-based programming, encourage pupils to review and
Regular comprehension activities will help secure discussion, concept mapping, peer instruction, interpret blocks of code. Research has shown that being
understanding and build connections with new knowledge. or simple quizzes can help identify areas of confusion. able to read, trace, and explain code augments pupils’
ability to write code.
Create projects Make concrete
Use project-based learning activities to provide pupils Bring abstract concepts to life with real-world,
with the opportunity to apply and consolidate their contextual examples, and a focus on interdependencies
knowledge and understanding. Design is an important, with other curriculum subjects. This can be achieved
often overlooked aspect of computing. Pupils can consider through the use of unplugged activities, proposing
how to develop an artefact for a particular user or function, analogies, storytelling around concepts, and finding
and evaluate it against a set of criteria. examples of the concepts in pupils’ lives.
Assessment
Formative assessment a reminder of the content that has been covered, as well ■ The work that pupils complete (marking)
as a chance to reflect. It is also a chance for teachers to ■ Notes on conversations or discussions that you
Every lesson includes formative assessment see how confident the class is feeling so that they can have or hear during an activity
opportunities for teachers to use. These opportunities are make changes to subsequent lessons accordingly. ■ Photographs of the work that pupils produce during
listed in the lesson plan and are included to ensure that an activity
misconceptions are recognised and addressed if they ■ The pupils’ self-assessments at the end of the lesson
occur. They vary from teacher observation or questioning, Summative assessment
to marked activities. This data is to support teachers’ assessments of the
Pedagogically, when we assess, we want to ensure that pupils’ understanding of the concepts and skills that were
These assessments are vital to ensure that teachers are we are assessing a pupil’s understanding of computing taught in the lesson. To help you make these
adapting their teaching to suit the needs of the pupils concepts and skills, as opposed to their reading and assessments, you could also use one, or a combination
that they are working with, and you are encouraged to writing skills. Therefore, we encourage observational of, the following strategies:
change parts of the lesson, such as how much time you assessment while pupils are still developing their literacy
spend on a specific activity, in response to these skills. We believe that this is the most reliable way to ■ Focussing on different pupils each lesson
assessments. capture an accurate picture of learning. ■ Creating checklists of what you expect to see
■ Focussing on specific pupils
The learning objective and success criteria are introduced Observing learning
in the slides at the beginning of every lesson. At the end To capture summative assessment data of KS1 pupils,
of every lesson, pupils are invited to assess how well they we recommend using the success criteria in each lesson
feel they have met the learning objective using thumbs and capturing some of the following while the lesson is
up, thumbs sideways, or thumbs down. This gives pupils taking place:
Assessment | Key Stage 1 Teacher Guide | 15
Resources
Software and hardware Software to ensure that they are comfortable using the software,
If you do not wish to use the software recommended in and that it is in line with their policies about using online
Computing is intrinsically linked to technology and the units, you could use an alternative piece of software tools and how teachers will manage accounts.
therefore requires that pupils experience and use a range that provides the same function. All learning objectives
of digital tools and devices. As the Teach Computing should be achievable using alternative software, however, Hardware
Curriculum was being written, careful consideration was there will be a lot less support for teachers, as Pupils should experience a range of digital devices, which
given to the hardware and software selected for the units. screenshots and demonstration videos reflect the may include desktop, laptop, and tablet computers.
The primary consideration was how we felt a tool would software referenced in the materials. Pupils should also experience hardware designed for
best allow pupils to meet learning objectives; the learning specific purposes, e.g. data loggers, floor robots, and
always came first and the tool second. The units of work include the use of free software that microcontrollers.
would need to be installed on local machines, and
To make the units of work more accessible to pupils and software that is available as an online tool. Where Several of the Teach Computing Curriculum units require
teachers, the materials include screenshots, videos, and software needs to be installed locally, schools will need the use of physical computing devices. This is in
instructions, and these are based on the tools listed in the to plan software installation in advance. recognition of the growing importance of physical
table below. The list below should not be seen as an computing and digital making and was part of our
explicit requirement for schools. Schools may choose to Several of the units that use online tools require schools curriculum design from the beginning. As we are aware
use alternative tools that offer the same features as to sign up to free services in order to access the tools. that not all schools will have invested in this equipment,
described in the units. All of the learning objectives can This also allows pupils the opportunity to save the NCCE Computing Hubs (ncce.io/hubs) have a number of
be met with alternative hardware and software, as the projects that they are working on, and gives them the class sets of equipment, which will be loaned to schools
learning objectives are not designed to be tool-specific. skills that they need to manage their own usernames and in rotation, with some set aside for CPD sessions.
passwords as digital citizens. However, the school needs
Resources | Key Stage 1 Teacher Guide | 17
Requirements for pupils — below ✓ Used for the unit — reflected in screenshots ● Could be used as an alternative
Desktop or laptop Chromebook Tablet Software or hardware
This resource is licensed under the Open Government Licence, version 3. For more information on this licence, see ncce.io/ogl.
Contributions: We would like to thank the many people who helped to create the Teach Computing Curriculum: our content
writers, advisors, reviewers, pilot schools, and every teacher who has taken the time to send us feedback.